• 1. 四川大學(xué)華西臨床醫(yī)學(xué)院教務(wù)部（成都 610041）2. 四川大學(xué)華西醫(yī)院外科（成都 610041）3. 四川大學(xué)華西醫(yī)院內(nèi)科4. 四川大學(xué)華西醫(yī)院病理科;

四川大學(xué)醫(yī)學(xué)八年制的培養(yǎng)目標(biāo)定位于“培養(yǎng)合格的臨床醫(yī)生”，并具有“棟梁型和領(lǐng)導(dǎo)型人才素質(zhì)及成長的潛質(zhì)”。對(duì)“全球醫(yī)學(xué)教育最基本要求中”提到的“溝通技能”、“信息管理”和“批判性思維和研究”的培養(yǎng)，以PBL（problem-based learning）為代表的“以學(xué)生為中心”的教學(xué)，較之傳統(tǒng)的說教式被動(dòng)學(xué)習(xí)模式更有優(yōu)勢。本文從課程設(shè)計(jì)、組織、實(shí)施及評(píng)估四個(gè)方面介紹了我校根據(jù)實(shí)情將PBL做為一門單獨(dú)課程在醫(yī)學(xué)八年制學(xué)生中開設(shè)的情況，并分析了我校采用這種“獨(dú)立設(shè)課、少量病案、持續(xù)多學(xué)期”PBL教學(xué)模式的原因及其優(yōu)點(diǎn)與不足。從授之以“魚”到授之以“漁”的轉(zhuǎn)變，是從教育理念到教學(xué)模式的根本性轉(zhuǎn)變，這種“學(xué)習(xí)的革命”不可能一蹴而就。我們希望通過這門著重“方法與能力”培養(yǎng)的示范性課程，積極引導(dǎo)教師和學(xué)生轉(zhuǎn)變觀念，逐步完善“以學(xué)生為中心”的教學(xué)和評(píng)估體系，并逐漸向?qū)W科課程或系統(tǒng)整合課程滲透。

引用本文： 卿平,姚巡,程南生,曾靜,蔣莉莉,萬學(xué)紅. 在八年制醫(yī)學(xué)教育中獨(dú)立開設(shè)PBL課程的探索與實(shí)踐. 中國循證醫(yī)學(xué)雜志, 2007, 07(5): 397-402. doi: 復(fù)制

版權(quán)信息： ?四川大學(xué)華西醫(yī)院華西期刊社《中國循證醫(yī)學(xué)雜志》版權(quán)所有，未經(jīng)授權(quán)不得轉(zhuǎn)載、改編

1. Zhang ZD, Zhou TF. Global minimum essential requirements in medical education. 1st edition. Beijing: Higher Education Press; 2002.
2. Lu XP, Wang BR, Chen JY. Problem-oriented Learning: Literature Review and Locking into the Future. Northwest Medical Education, 2006, 14(4):378-380.
3. Chen LZ, Peng H, Yi LQ, et al. Actively explore the eight-year clinical medical education to train high quality medical students. Medical Education, 2005, (5): 10-11.
4. Ji XH, Wang JF, Ma Y. Discussing on a few critical issues concerning long length of schooling of clinical medical education in China. Medical Education, 2004, (6): 7-9.
5. Xia OD, Lin XH, Zeng ZR, et al. Exploration on the Objective of Talent-cultivation in 8-year-system Medical Education. Researches in Medical Education, 2006, 5(10): 900-901.
6. Li ZS, Xian LQ, Liang CH. Evaluation of Student Performance in a Problem-based Learning Curriculum. Researches in Medical Education, 2004, 3(3):25-27.
7. Li MZ, Yang RH, Li SX, et al. Adoption of PBL in Medical Education: Experience at Chung Shan Medical University. Chinese Journal of Evidence-based Medicine, 2006, 6(10): 699-703.
8. 張肇達(dá), 周同甫. 全球醫(yī)學(xué)教育最低基本要求. 第1版. 北京: 高等教育出版社; 2002.
9. Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev, 2007, (19):49-61.
10. Savery JR. Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 2006, 1(1):9-20.
11. SILVIA MAMEDE, SCHMIDT HG, R.NORMAN G. Innovations in Problem-based Learning: What can we Learn from Recent Studies? Advances in Health Sciences Education, 2006(11):403-422.
12. Susarla SM, Medina-Martinez N, Howell TH, et al. Problem-based learning: effects on standard outcomes. J dent Educ, 2003, 67(9):1003-1010.
13. 陸希平, 王本榮, 陳家玉. 問題導(dǎo)向?qū)W習(xí): 文獻(xiàn)回顧與未來展望. 西北醫(yī)學(xué)教育, 2006, 14(4):378-380.
14. Tai-pong Lam, Wan X-h, Ip MS-m. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
15. 陳立章, 彭紅, 易露茜, 等. 積極探索八年制醫(yī)學(xué)教育努力培養(yǎng)高素質(zhì)醫(yī)學(xué)人才. 醫(yī)學(xué)教育, 2005, (5): 10-11.
16. 季曉輝, 王錦帆, 馬艷. 關(guān)于我國長學(xué)制臨床醫(yī)學(xué)教育若干重要問題的探討. 醫(yī)學(xué)教育, 2004, (6): 7-9.
17. 夏歐東, 林新宏, 曾志嶸, 等. 八年制醫(yī)學(xué)教育培養(yǎng)目標(biāo)探討. 醫(yī)學(xué)教育探索, 2006, 5(10): 900-901.
18. 李澤生, 冼利青, 梁彩花. 運(yùn)用教育評(píng)價(jià)理論, 評(píng)定PBL學(xué)生的學(xué)業(yè)成績.醫(yī)學(xué)教育探索, 2004, 3(3): 25-27.
19. Clarence H Braddock, Elizabeth Eckstrom, Haidet P. The “New Revolution” in Medical Education. J Gen Intern Med, 2004, 19(5): 610-611.
20. FW H. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med,1998, 73(4): 403-407.
21. Bernadt IN. National exit exam needed to test core knowledge. The Medical Journal of Australia, 2006, 185(1): 53.
22. 李孟智, 楊仁宏, 李淑杏, 等. 中山醫(yī)學(xué)大學(xué)醫(yī)學(xué)院如何推動(dòng)問題導(dǎo)向?qū)W習(xí). 中國循證醫(yī)學(xué)雜志, 2006, 6(10): 699-703.
23. Michael J. Where’s the evidence that active learning works. Advan Physiol Edu, 2006, (30): 159-167.
  1. 1. Zhang ZD, Zhou TF. Global minimum essential requirements in medical education. 1st edition. Beijing: Higher Education Press; 2002.
  2. 2. Lu XP, Wang BR, Chen JY. Problem-oriented Learning: Literature Review and Locking into the Future. Northwest Medical Education, 2006, 14(4):378-380.
  3. 3. Chen LZ, Peng H, Yi LQ, et al. Actively explore the eight-year clinical medical education to train high quality medical students. Medical Education, 2005, (5): 10-11.
  4. 4. Ji XH, Wang JF, Ma Y. Discussing on a few critical issues concerning long length of schooling of clinical medical education in China. Medical Education, 2004, (6): 7-9.
  5. 5. Xia OD, Lin XH, Zeng ZR, et al. Exploration on the Objective of Talent-cultivation in 8-year-system Medical Education. Researches in Medical Education, 2006, 5(10): 900-901.
  6. 6. Li ZS, Xian LQ, Liang CH. Evaluation of Student Performance in a Problem-based Learning Curriculum. Researches in Medical Education, 2004, 3(3):25-27.
  7. 7. Li MZ, Yang RH, Li SX, et al. Adoption of PBL in Medical Education: Experience at Chung Shan Medical University. Chinese Journal of Evidence-based Medicine, 2006, 6(10): 699-703.
  8. 8. 張肇達(dá), 周同甫. 全球醫(yī)學(xué)教育最低基本要求. 第1版. 北京: 高等教育出版社; 2002.
  9. 9. Svinicki MD. Moving Beyond “It worked”: The Ongoing Evolution of Research on Problem-Based Learning in Medical Education. Educ Psychol Rev, 2007, (19):49-61.
  10. 10. Savery JR. Overview of Problem-based Learning: Definitions and Distinctions. The Interdisciplinary Journal of Problem-based Learning, 2006, 1(1):9-20.
  11. 11. SILVIA MAMEDE, SCHMIDT HG, R.NORMAN G. Innovations in Problem-based Learning: What can we Learn from Recent Studies? Advances in Health Sciences Education, 2006(11):403-422.
  12. 12. Susarla SM, Medina-Martinez N, Howell TH, et al. Problem-based learning: effects on standard outcomes. J dent Educ, 2003, 67(9):1003-1010.
  13. 13. 陸希平, 王本榮, 陳家玉. 問題導(dǎo)向?qū)W習(xí): 文獻(xiàn)回顧與未來展望. 西北醫(yī)學(xué)教育, 2006, 14(4):378-380.
  14. 14. Tai-pong Lam, Wan X-h, Ip MS-m. Current perspectives on medical education in China. Med Educ, 2006, 40(10): 940-949.
  15. 15. 陳立章, 彭紅, 易露茜, 等. 積極探索八年制醫(yī)學(xué)教育努力培養(yǎng)高素質(zhì)醫(yī)學(xué)人才. 醫(yī)學(xué)教育, 2005, (5): 10-11.
  16. 16. 季曉輝, 王錦帆, 馬艷. 關(guān)于我國長學(xué)制臨床醫(yī)學(xué)教育若干重要問題的探討. 醫(yī)學(xué)教育, 2004, (6): 7-9.
  17. 17. 夏歐東, 林新宏, 曾志嶸, 等. 八年制醫(yī)學(xué)教育培養(yǎng)目標(biāo)探討. 醫(yī)學(xué)教育探索, 2006, 5(10): 900-901.
  18. 18. 李澤生, 冼利青, 梁彩花. 運(yùn)用教育評(píng)價(jià)理論, 評(píng)定PBL學(xué)生的學(xué)業(yè)成績.醫(yī)學(xué)教育探索, 2004, 3(3): 25-27.
  19. 19. Clarence H Braddock, Elizabeth Eckstrom, Haidet P. The “New Revolution” in Medical Education. J Gen Intern Med, 2004, 19(5): 610-611.
  20. 20. FW H. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med,1998, 73(4): 403-407.
  21. 21. Bernadt IN. National exit exam needed to test core knowledge. The Medical Journal of Australia, 2006, 185(1): 53.
  22. 22. 李孟智, 楊仁宏, 李淑杏, 等. 中山醫(yī)學(xué)大學(xué)醫(yī)學(xué)院如何推動(dòng)問題導(dǎo)向?qū)W習(xí). 中國循證醫(yī)學(xué)雜志, 2006, 6(10): 699-703.
  23. 23. Michael J. Where’s the evidence that active learning works. Advan Physiol Edu, 2006, (30): 159-167.